Mainstreaming Metacognitive Practices in Primary English Teacher Education Programmes

Abstract

Metacognition is often emphasised in English language education and acknowledged to be essential for primary English learners. Teacher metacognition however has received less attention in the scholarly literature. This chapter refocuses attention on to the teacher as a crucial driving force for promoting metacognition in the primary English language classroom. It localises metacognition in the Singaporean primary English language context and specific course practices in a teacher education programme are then described to show how support is provided for student teachers in this area. The chapter concludes with reflective insights and implications for embedding metacognitive practices in primary English language teacher education more widely.

Appendices

Appendices

1.1 Appendix 1 Teaching Demonstration/Micro-teaching Discussion Frame

Lesson stages	Key moves	Reflections
1. Pre Reading  Activating schema  Book conventions  Picture cues  Initial predictions
2. During Reading  Discover the story: Picture cues, story context (characters, plot, setting, themes), Responses to story  Confirmation of initial predictions  Further predictions  Second reading task
3. Post Reading  Checking understanding

1.2 Appendix 2 Teaching Attachment

	Part 1
	TEACHING PROCESSES	Please tick (if observed)	What have I learnt …my reflections/comments …
1	What I learnt from the pre-lesson discussions
	In the pre-lesson discussion, I deepened my understanding of learning objectives, lesson planning and the lesson preparation process.
	In the pre-lesson discussion, I noted how important it is to plan an engaging English language lesson.
	In the pre-lesson discussion, I noted the significance of the need to give children a sense of progress within a lesson.
2	What I learnt during the lesson observation
	The teacher has the learning outcomes of the lesson in mind during the lesson delivery.
	I noticed that the teacher knows the importance of arousing and sustaining children’s interest and their participation in learning.
	I noticed the use of voice and language for the age range.
	I noticed ways to create an engaging lesson.
	I noticed the ways the teacher checks understanding while monitoring children’s work.
	I noticed that the teacher gave the children useful feedback on their work.
	I noticed that the teacher provides the children with a clear written record of their learning.
	I better understand the role of assessment for learning during a lesson.
3	What I learnt from the post-lesson discussions
	In the post-lesson discussion, the lesson strengths (and possible areas for improvement) were discussed.
	I have started to consider ways I will incorporate some points in my own teaching practice.
	Part 2
	Grade/Class Observed:_______
1	My reflections about what went well:
2	My reflections about what could have been improved/done differently:
3	Links/differences I noticed between what you have learnt at NIE and how this is applied in the classroom:
4a	Were there any differences between your NIE course input and the classroom? If yes, please give examples.
4b	What challenges between theory and practice arose and how did you address these in the classroom? Please give examples.

1.3 Appendix 3 Teaching Attachment (Co-teaching Reflection)

	Part 1
	A. TEACHING PROCESSES	Please tick	Personal reflections/comments
	LESSON PREPARATION
	Demonstrates understanding of learning objectives
	Uses age-appropriate teaching strategies, learning activities, and resources
	Displays sound subject knowledge
	Estimates timing realistically
	Shows awareness of children’s backgrounds
	LESSON DELIVERY
	Creates an engaging introduction and closure
	Paces the lesson appropriately
	Arouses and sustains learners’ interest
	Encourages learners’ active participation
	Gives clear instructions
	Makes good use of questions
	Uses voice to create interest
	Grades language appropriately for the learners’ ages and language level
	Makes effective use of resources and materials
	ASSESSMENT AND FEEDBACK
	Gives learners appropriate feedback
	Monitors and checks learners’ understanding
	Provides learners with a clear written record
	Varies assessment practices for the task/activity
	POSITIVE CLASSROOM ATMOSPHERE
	Builds rapport with learners using personalisation
	Creates a positive classroom environment
	B. PROFESSIONALISM	Please tick	Personal reflections/comments
	LEARNER-CENTRED VALUES
	Shows care and concern for children
	Demonstrates warmth and enthusiasm
	Is sensitive to sociocultural diversity
	TEACHER ATTRIBUTES
	Is receptive to feedback
	Shows evidence of being reflective
	Interacts well with the school community
	MY REFLECTION(S)…
	My reflections/thoughts on what went well and what could have been improved/done differently:
	Part 2
1.	What differences have you noticed in teaching styles during the lessons you observed? Please give examples.
2.	What aspects from your course at NIE have you observed during lessons in schools? Please give examples of any links/differences.
3.	What are the main aspects you have learned from your practicum about effective English language classroom practices?